Exploring Elementary Teachers’ Interpretation and Implementation of Pre-Selected Accommodations for English Language Learners: A Qualitative Case Study

Abstract

English language learners (ELLs) face challenges as they learn English alongside academic content. The problem is that ELL students consistently perform below their English-speaking peers on assessments. Given that English is the language needed to demonstrate subject competency, there is an indication that a missing element in language learning is prevalent, even after elementary teachers were given a list of pre-selected accommodations for ELL students in a suburban school district in Delaware. The purpose of this qualitative case study was to explore elementary teachers' interpretations of the pre-selected ELL accommodations and their experiences with implementing these accommodations in a suburban school district in Delaware. A literature gap existed within this understudied, low-incidence, suburban population. Constructivist and self-efficacy theories underpin the theoretical framework, exploring how students learn and how teachers’ beliefs in themselves affect their abilities to support student learning. Two research questions were used to explore how teachers interpret pre-selected ELL accommodations and implementation. Interpretations and implementations within a bounded system were explored in the qualitative case study. Purposeful convenience sampling identified 15 full-time K–6 elementary teachers who had at least one ELL student in their class in the 2023–2024 school year. Data collection instruments included semi-structured interviews and document analysis. Thematic analysis was used to identify major themes. Findings revealed pre-selected accommodations prepare and support students, but more support, coaching and collaboration, is needed for consistency. Recommendations included formal training and increased collaboration with English as second language (ESL) specialists.